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Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity

CRITICAL REFLECTION AMONG ELEMENTARY SCHOOL TEACHERS:
AN EXAMINATION OF CONTENT, COGNITIVE STYLE,
AND INTEGRATIVE COMPLEXITY
by
Jo-Ann H. Yun
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Jo-Ann H. Yun

Elementary School Teachers (N= 34) were asked to identify incidents or events that had occurred during the previous month that in some way had been confusing or that otherwise made them uncomfortable. Through a series of prompts, they then were to reflect in writing on that experience (their reactions; factors that affected their responses; what they might do differently; etc.). As well, they completed two measures of cognitive style: the Need for Cognition Scale (NCS) and Big Five Personality Inventory (BFPI) scale.; These written reflections were then assigned an integrative complexity score using the Hatton and Smith (1995) four-point coding system; coding was done by a team of five raters. The modal level of integrative complexity score was two, and only three teachers provided a reflection that was scored a Four. The measures of cognitive style were used to predict complexity. Although some Ns were too small to permit definitive conclusions, the data seemed to indicate a relationship between cognitive style and integrative complexity. When comparing the BFPI and NCS to the Level of Integrative Complexity (LIC) scores of elementary school teachers' reflection, the BFPI and NCS scores went up as the LIC scores went up.; The content of the reflections then was analyzed by two of the five raters who identified five themes or categories that they labeled: Student Success, Teacher Interaction, Student Behavior, Professional Development, and Classroom Instruction. Nearly half of the reflections were focused on students and their achievements (versus, for example, the teachers' own behavior). When teacher experience was considered, novice teachers seemed more likely to reflect on student success, teacher interaction and student behavior, than on professional development and classroom instruction.

CRITICAL REFLECTION AMONG ELEMENTARY SCHOOL TEACHERS:
AN EXAMINATION OF CONTENT, COGNITIVE STYLE,
AND INTEGRATIVE COMPLEXITY
by
Jo-Ann H. Yun
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Jo-Ann H. Yun